International Journal of Social Education Volume 21, Number 2, ISSN 0889-0293
This study provides a clearer portrait of the extent to which practicing history and social studies teachers, who explicitly expressed an interest in the potential of technology and advocate the use of primary sources within their teaching, are using Internet technologies to prepare students to learn to think historically and in turn participate in the education of young citizens who are capable of informed deliberative criticism. Participants for this study included teachers who participated in the Virginia Center for Digital History training efforts in the fall of 2003. The research design for this study included an examination of data from classroom observations using a conceptual/observational framework that explored the fidelity and frequency of primary source and technology use in terms of historical content and instructional purposes. This study demonstrates that the participants' purpose for teaching, in terms of their deliberative reflection of the relationship between means and ends,” emerged as the strongest influence on both their use of primary sources and the use of technology to support these practices. (Contains 39 notes.)
Swan, K. & Hicks, D. (2007). Through the Democratic Lens: The Role of Purpose in Leveraging Technology to Support Historical Inquiry in the Social Studies Classroom. International Journal of Social Education, 21(2), 142-168. Retrieved December 17, 2018 from https://www.learntechlib.org/p/60787/.
Tina Heafner, University of North Carolina at Charlotte, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2841–2851
Preservice Social Studies Teachers’ Historical Thinking and Digitized Primary Sources: What They Use and Why
Cinthia Salinas & M. Elizabeth Bellows, The University of Texas at Austin, United States; H. Leonard Liaw, unknown, United States
Contemporary Issues in Technology and Teacher Education Vol. 11, No. 2 (June 2011) pp. 184–204
Lee Adcock & Cheryl Bolick, UNC Chapel Hill, United States
Contemporary Issues in Technology and Teacher Education Vol. 11, No. 2 (June 2011) pp. 223–236
Kathleen Swan, University of Kentucky, United States; David Locascio, Longwood University, United States
Contemporary Issues in Technology and Teacher Education Vol. 8, No. 2 (June 2008) pp. 175–186
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.